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SHORT COMMUNICATION
Year : 2021  |  Volume : 16  |  Issue : 2  |  Page : 422-423

Assessment of the medical education-related faculty development programs: When? How? and by Whom?


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sa thya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission21-Jan-2019
Date of Decision05-Feb-2021
Date of Acceptance31-May-2021
Date of Web Publication18-Oct-2021

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jdmimsu.jdmimsu_15_19

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  Abstract 


The field of medical education and patient care is quite complex and demanding for both teachers as well as the students. It is no surprise that a teacher has to be supported and trained to efficiently discharge their roles. It is of utmost importance that the faculty members should be exposed to the medical education-related faculty development programs (FDPs). However, the issue that needs to be looked in depth is the quality of these FDPs and the extent to which these programs have brought about a difference in the daily habits of the medical teachers. The ideal approach of evaluation of the FDP will be to employ the Kirkpatrick model of evaluation and then derive a conclusion based on the results obtained. In conclusion, it is not only essential to organize, but even evaluate the medical education-related faculty development programs. The process of evaluation of FDPs is indispensable as it will aid in not only improving the effectiveness of the programs, but will also play an important part in improving the skills of medical teachers.

Keywords: Faculty Development Programs, Evaluation, Medical Education


How to cite this article:
Shrivastava SR, Shrivastava PS. Assessment of the medical education-related faculty development programs: When? How? and by Whom?. J Datta Meghe Inst Med Sci Univ 2021;16:422-3

How to cite this URL:
Shrivastava SR, Shrivastava PS. Assessment of the medical education-related faculty development programs: When? How? and by Whom?. J Datta Meghe Inst Med Sci Univ [serial online] 2021 [cited 2021 Nov 28];16:422-3. Available from: http://www.journaldmims.com/text.asp?2021/16/2/422/328451




  Introduction Top


The field of medical education and patient care is quite complex and demanding for both teachers as well as the students.[1] From the medical students' perspective, they have to improve their knowledge about different topics, acquire and refine their clinical skills, become competent in non-cognitive skills (viz. professionalism, teamwork, leadership, decision-making, conflict resolution, communication skills, etc.), and has also become a self-directed and a lifelong learner to stay abreast with the recent developments. However, from the teachers' perspective, it is essential that they are well-equipped and competent enough to effectively train the medical students in such a way that they can respond to the health-related needs of the community.[1]

Faculty Development Programs

It is no surprise that a teacher has to be supported and trained to efficiently discharge their roles.[1],[2] The need to train the medical teachers is of immense significance as they are expected to expose the students to a wide range of learning opportunities and experiences, which together plays a vital role in the making of a competent health care professional. Moreover, in contrast to the other professions, a medical teacher is not expected to fulfill any other criteria, other than a postgraduate degree in their specialty.[1],[2] The period of under-graduation and post-graduation exposes the students to medical knowledge, clinical skills and attitudes, but does not give them any exposure about how to teach medical students. In other words, the newly recruited medical teachers possess no experience in teaching medical students and they eventually become the source of knowledge provider for a cohort of medical students, which is not the ideal practice by any means.[2]

In order to respond to this flaw in the medical education training, time and again, the regulatory bodies across the world have given emphasis to the need to expose the medical teachers to faculty development programs.[1],[2] Acknowledging the need of the FDPs in the current set-up, different State Medical Councils has made it mandatory for their registered professionals to attend a specific number of FDP programs and earn the specified number of credit points to eventually renew their license. These proposed faculty development programs (FDPs) can be carried out either in the subject-specialty (viz. with an aim to keep the faculty members abreast about the recent developments) or in the field of medical education. In a medical institution, these FDPs can be either organized by individual departments or by the Medical Education Department of the institution.

Medical education-related FDPs

It is of utmost importance that the faculty members should be exposed to the medical education-related faculty development programs.[2] The proposed FDPs in the field of medical education can cover a wide range of topics ranging from sessions planned with an aim to improve the knowledge of faculty members about the basic concepts in medical education, refinement of skills to make the teaching sessions interactive, interactive strategies in large group or small groups, assessment methods and reforms, curriculum planning, curriculum mapping, evaluation of the curriculum, etc. In-fact, it won't be wrong to say that since the establishment of a Medical Education Department has become a mandatory requirement in all the medical institutions across India, a definite rise in FDPs related to medical education topics has been observed.[2],[3]

Evaluation of FDPs

However, the issue that needs to be looked in depth is the quality of these FDPs and the extent to which these programs have brought about a difference in the daily habits of the medical teachers, especially while teaching or assessing the students.[3],[4] The mere submission of a certificate of participation in the training program does not carry much meaning unless we come out with a set of criteria to evaluate the effectiveness of the proposed or organized FDPs.[2],[3],[4] The ideal approach of evaluation of the FDP will be to employ the Kirkpatrick model of evaluation and then derive a conclusion based on the results obtained.[5]

The level 1 will test the reaction of the participants, wherein they will have to give their feedback about the quality of the organized FDP, the potential strengths, and the areas which can be improved further.[5] The level 2 will test the learning of the participants and this can be done by comparing the pre-test and post-test scores of the students (based on a questionnaire administered to the students to assess their knowledge about the topic before the start of the FDP and how it changed after the FDP). The level 3 and 4 will take little longer time to evaluate and generally test the behavior and the results respectively. The behavior evaluation tests that whether the participation in the FDP has brought about a change in the behavior of the participants, while the results evaluation will be in terms of the institutionalization of the best practices.[5]

Additional considerations

Under ideal circumstances, the process of evaluation has to be continuous and based on the results of the evaluation, specific modifications should be made in the subsequent sessions. It is also a good practice to obtain the feedback from the participants and a team should be made to analyze each of the given feedbacks. The Medical Education Unit can be given the responsibility of evaluation of the FDPs, including the designing of the feedback forms. It will be a healthy practice to opt for an online mode of feedback or pre and post-test, so that the results can be quickly analyzed and can be readily accessed anytime.[6]


  Conclusion Top


In conclusion, it is not only essential to organize, but even evaluate the medical education-related faculty development programs. The process of evaluation of FDPs is indispensable as it will aid in not only improving the effectiveness of the programs, but will also play an important part in improving the skills of medical teachers.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Newman M, Reeves S, Fletcher S. Critical analysis of evidence about the impacts of faculty development in systematic reviews: A systematic rapid evidence assessment. J Contin Educ Health Prof 2018;38:137-44.  Back to cited text no. 1
    
2.
Noah TL, Tolleson-Rinehart S, Meltzer-Brody S, Jordan JM, Kelly KJ, Eimers KM, et al. Application of assessment metrics for an academic department faculty development program. J Pediatr 2018;195:5-8.e1.  Back to cited text no. 2
    
3.
Srivastava TK, Waghmare LS, Rawekar A, Mishra VP. Fostering educational research among medical teachers: Evaluation of a faculty development program in India. J Clin Diagn Res 2016;10:JC09-11.  Back to cited text no. 3
    
4.
Sairenji T, Jarrett JB, Baldwin LM, Wilson SA. Overview and assessment of a full-time family medicine faculty development fellowship. Fam Med 2018;50:275-82.  Back to cited text no. 4
    
5.
Shrivastava SR Shrivastava PS. Evidence-based medicine workshop for teaching faculty of a medical college: Kirkpatrick level 1 evaluation. Int J Acad Med 2018;4:289-94.  Back to cited text no. 5
  [Full text]  
6.
Gatto SL, Madden S. Effects of faculty development and computerized learning and assessment tools on testing outcomes. Nurse Educ 2019;44:12-4.  Back to cited text no. 6
    




 

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